Restaurant Review Essay Example for Free

Restaurant Review Essay Toronto, with a population of 5.5 million people, is the largest, modern and culturally diverse city in Canada. As it is one of the most multicultural cities on earth, no other city has this unique international atmosphere than the Greater Toronto Area. There are presently over 140 languages and dialects spoken in Toronto and because of these reasons, many immigrants choose to live in this beautiful city. It is certain that the increase in immigrants will definitely bring a positive impact to the local food industry. There are many different kinds of restaurants that are located in the city of Toronto; such as family style, country style, Western, Chinese, Korean, and etc. One of the most astonishing restaurants I have visited is called Kinton Ramen. Kinton Ramen is located in the city of Toronto, at 51 Baldwin Street. Kinton Ramen is an authentic Japanese noodle bar restaurant that specializes in traditional Japanese alcoholic drinks and Ramen. The traditional flavour of the restaurant can be seen beyond the vast array of menu items into its atmosphere and decors. This 46 seats restaurant was opened in May 2012 and has become a landmark on Baldwin Street for those customers who are looking for traditional Japanese Ramen. Kinton Ramen was established by the owners of the â€Å"Guu† Japanese bar restaurant chain and is being operated independently by the Kinton Ramen group. Read more: Restaurant Review Essay Kinton Ramen utilizes online mediums and word of mouth as their marketing strategies. Through using online mediums such as online blog and Facebook, it has enabled the restaurant to connect and interact with new customers from the internet, and has also allowed the restaurant to build relationships with existing customers. For example: After you have finished a bowl of Ramen, the sever may invite you to take a photo that would be posted on Facebook; in which you would be identified as a Kinton Bowler (optional). Additional reasons that contribute to Kinton Ramen’s success would be word of mouth from customers. I came to know about this unique Japanese noodle bar located on Baldwin Street from my friends. After visiting to Kinton Ramen, I found there are three elements that lead Kinton Ramen’s success are consistency, efficiency, and excellent customer service. I have visited the restaurant for more than five times, and the food items have been consistent and delicious. As mentioned before, Kinton Ramen is a 46 seats restaurant, consequently seats are very limited. Hence, the Kinton Ramen group takes the time control very seriously. Orders are usually prepared within 5 to 10 minutes after being placed by customer. In addition to the restaurant’s efficient service, Kinton Ramen offers excellent hospitality services. Kinton Ramen staff members will enthusiastically greet all customers and because of their team spirit and all warm-hearted service attitudes, they have created an enjoyable surrounding for their customers. As a final point, Kinton Ramen is an excellent Japanese noodle bar restaurant. They are not only selling delicious food and beverage items, but also offer enthusiastic customer service. These reasons undeniably are making me to go their restaurant more often.

Existential Anxiety And Neurotic Anxiety

Existential Anxiety And Neurotic Anxiety Many theorists distinguish between anxiety and fear. While fear is a response to a specific, objective and defined threat, anxiety is internal and objectless. It is a free-floating feeling of unease and apprehension that something bad is going to happen. It is accompanied with physical sensations such as choking and tightness, warning the person of a potential danger (Cohn, 1997; Spinelli, 2007). However, this distinction does not clarify the concept of anxiety since it takes many forms and receives different emphases by a variety of approaches. A central term in the psychoanalytic theory is neurotic anxiety, while existentialists talk about existential anxiety. I will clarify the difference between the two and its implications for therapy. In doing so, I will consider Freuds outlook on anxiety and its origin, as well that of various existential philosophers and psychotherapists. Anxiety a. Neurotic Anxiety According to Freud Psychoanalysis emphasizes the influence of the unconscious mind on behavior. Freud believed that the human psych is composed of the id, the ego and the superego, which work together to create complex human behaviors. According to this topographical model, the id seeks to fulfill all wants, needs and impulses while the superego plays the critical and moralizing role. The ego is the aspect of personality which deals with reality, having to cope with the conflicting demands of the id and the superego (Hall, 1954). Freud used the term ego strength to refer to the egos ability to function despite these dueling forces. A person with good ego strength is able to effectively manage these pressures. When the ego cannot deal with the demands of our desires, the constraints of reality and our own moral standards, we experience anxiety. Neurotic anxiety is the unconscious worry that we will lose control of the ids urges, resulting in punishment for inappropriate behavior. Moral anxiety involves a fear of violating our own moral principles. Whatever the anxiety, the ego seeks to reduce it. Operating at the unconscious level, it employs defense mechanisms to distort or deny reality. While all defense mechanisms can be adaptive and allow us to function normally, they can also be unhealthy. The defenses keep the threatening contents outside conscious awareness, restricting direct expression of drives. However, they provide indirect expression of these in displaced, sublimated, or symbolic form. Dreams, Freudian slips and even symptoms, are a compromise between a forbidden impulse or thought, and the defense against it. When defense mechanisms are extremely overused or distort reality too much, this will result in symptoms such as OCD or phobias, an active expression of the conflict (Mitchell and black, 1995). Existential Anxiety Existentialists consider anxiety ontologically and not a result of an individual ontic development. It is an inseparable, inevitable aspect of existence, and a potentially positive phenomenon. (Kirby, 2004; Cohn, 1997). According to the existential approach, the individuals anxiety-provoking basic conflict is not with repressed instinctual impulses, but with his confrontation with the givens of existence that cannot be avoided. These pose the human with certain ultimate concerns that are an inescapable part of the human beings existence in the world (May and Yalom, 1995). Several complementary models aim to reflect the structure of existence. One of the most known ones is Yaloms (1981), which identifies four ultimate concerns: death, freedom, isolation, and meaninglessness. The individuals confrontation with each of these provokes anxiety. Freedom refers to the fact that the human being is the author of his own life, and responsible for his own choices and actions. This responsibility and ability to choose freely, evokes feelings of dread and angst, since the outcome of our choices are never certain and always imply the rejection of alternatives (Cohn, 1997). According to Sartre (1956), people are condemned, rather than blessed to be free. Kierkegaard (cited in Cohn, 1997, p.71) describes anxiety as the giddiness of freedom. This dizziness is the price we pay for freedom, while making us aware of our possibilities under the limitations of the world we are thrown into. Anxiety is further intensified since we have no given meaning to guide us in our choices and to base our decisions on. Like a person lost in the jungle, we are forced to cut our own path through life, with no directing signs or maps to point us in the right direction (Cooper, 2003, p.22). Spinelli (2007) accentuates the human need to create a reality with meaning, an interpreted world. If there is no preordained design in life, then we must construct our own meaning in life. We are torn between contradicting forces- between our deep wish for ground and structure on one hand, and our awareness of freedom on the other hand, as well as our need to find meaning in a meaningless universe (May and Yalom, 1995). The most obvious ultimate concern is death (Tillich, 2000). While we wish to continue to live, we are aware of the terrifying truth of inevitable death. à ¢Ã¢â€š ¬Ã‚ ¦it is not only freedom and nothingness that brings with it anxiety, but also the fact that our existence runs up against unavoidable boundaries, such as death and chance. Indeed, it is only because of these boundaries that our choices are infused with angst (cooper, 2003, p.23). This idea is well illustrated in the title of Heideggers work Being and Time- Daseins being is in time, it is finite (Steiner, 1987). Deaths inevitability makes life seem meaningless, reminds us of our existential isolation, and defines our choices as excluding one another due to the time limit (Yalom, 2008). Whether it is presented in terms of life versus death, meaning versus meaningless or certainty versus uncertainty, this internal tension expresses itself as anxiety, which is unavoidable and non-pathological, but a basic given of the individuals life. Considered in this way, the dilemma of existential anxiety is not so much that it is, but rather how each of us lives with it (Spinelli, 2007, p.27). How Do We Live with it? Van-Deurzen (2002) suggests that in our attempt to escape existential anxiety, we either withdraw from living, or accept life like there is no choice, living automatically under the self illusion that freedom and responsibility do not exist. This self deception that Sartre (1956) calls bad faith leaves no room for anxiety, but also no room for life itself. Heidegger describes the adoption of conventions as submitting to the they and the absorption in the day-to-day distractions, as fallenness- Dasein falls into the ontic world, into inauthenticity. The fallenness is positive because feeling emptiness and alienation, one becomes aware of the loss of himself, and can aspire to return to his authentic being (Kirby, 2004; Steiner, 1987). Anxiety throws Dasein back to that he is most anxious from- his authentic potentiality to being-in-the-world (Heidegger cited in Spinelli, 2007, p.29). Every attempt to escape or deny anxiety will only result in intensified anxiety, reminding us of our limitations. Life[à ¢Ã¢â€š ¬Ã‚ ¦]will persecute those who attempt to play by their own rules until they too submit and bear their fate with courage rather than trying to escape (Van-Deurzen, 2002, p.39). An encounter with death, for instance, is often a critical turning point in our attitude to life, an awakening experience. Though the physicality of death destroys us, the idea of death can save us. (Yalom, 2008, p.33). Anxiety is indicative of ones awareness level to his freedom. The more one recognizes and acts on his basic freedom, the more angst he will feel, which is a sign of authenticity (Cooper, 2003; Steiner, 1987). When life is not taken for granted, existential anxiety is experienced (Van-Deurzen, 2002, p.35). We need to embrace and explore anxiety as part of our life experience. We are all torn between the polarities of the existential questions. By facing the polarities and finding the balance, we find meaning. Anxiety Comes in Different Disguises The source of neurosis is held by Tillich to be the refusal to accept anxiety. Furthermore, Yalom and May (1995) emphasize failed death transcendence as the source of many pathologies. It is the way of avoiding nonbeing by avoiding being (Tillich, 2000 p.66). In our attempts to escape anxiety, we adopt restrictive patterns of thought and behavior, which are expressed through structures of what can be identified as symptoms or disorders (Spinelli, 2007). The dread is disguised and concealed in various forms, which provide the illusion of safety, but also restrict growth (Van-Deurzen, 2002; Yalom, 2008). Pathologizing certain categories of anxiety is clearly incompatible with the existential-phenomenological approach. It seems more fitting to acknowledge a continuum where on one end are courageous and authentic ways to respond to anxiety, and at the other, avoidant, despairing and inauthentic ways (Kirby, 2004). Case Study Dave came to therapy feeling stuck and unsuccessful in all life areas. He married and quickly divorced and succeeded financially but lost everything. He even became religious and then secular again, after religion turned from love to awe. He followed the rules of Judaism obsessively, and also today, he fears he will be punished for various thoughts and acts. For over a year, he felt compelled to give charity in the first kiosk he saw that day, or else he would die. Freud might see this compulsive behavior as an expression of moral anxiety. There is an intra-psychic struggle between Daves ids drives (that made him sleep around and get involved in delinquency), and his super-ego, according to which he should not be doing and thinking such things, making him feel guilt. In his maladaptive efforts to settle the conflict, he tries to undo his acts and please the super-ego by giving charity that will save him from punishment. Treatment will aim to free the repressed conflict and allow it to enter consciousness and become integrated. Another aim might be strengthening his ego, allowing the development of healthier defense mechanisms in order to rid of anxiety (Hall, 1954). An existential approach will conceive this neurotic behavior as an expression of trying to escape death awareness. Daves fear is not from dueling inner forces, but from non-being. In his attempts to avoid the dreadful recognition that he too will die, he adopted a rigid and restricting behavior that gives him a sense of security from this threat. A behavior that says if I will donate, I will not die; it even says so on the box  [1]  Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ In therapy, Dave should be encouraged to face anxiety and awaken from this illusion. We are all going to die, and acknowledging that enables living. An existential approach does not try to eliminate anxiety, it sees it as an important source of information that motivates and guides us to a full authentic life. According to Van-Deurzen (2002), in the first phase the therapist shows the client the various ways in which he escapes anxiety and chooses not to live. After that, the aim is to help him face anxiety and understand its meaning. The final stage includes exploration of creative ways to rise above the challenges presented by existence, and finding the courage to live with anxiety constructively. Dave and I are at the first stage, investigating ways in which he avoids living. He neglects many aspects of life and escapes thoughts and coping by concentrating on career and money, which give him the illusion of security. He found temporary refuge from anxiety in further frames, such as marrying despite a terrible relationship and becoming religious. Religion gave him meaning and a set of rules to live by, freeing him from the burden of freedom. He followed the Halacha  [2]   strictly, with no room to maneuver. Dave also described always feeling distant from his family. When I asked for a specific memory of feeling that way, we started to touch upon the second stage- the meaning of anxiety. At the age of 7 he witnessed his father get electrocuted and fall off a ladder. This evoked thoughts of life without him, and since then, he kept distant. Dave was exposed to death and the loneliness that accompanies it at a young age, with no one to talk to and process his feelings with. My role as a therapist is to help Dave cope with the complexity of reality and accept the risks and anxieties involved in active living. Dave will hopefully find the courage to give up some sense of security and control for more freedom, and find further compromises between extremes. Hopefully, from the expansion of perspective and learning to deal resolutely with life and death, he will abandon his limiting symptom that resembles the security of prison. Conclusion According to a Freudian perspective, neurotic anxiety is disproportionate to the situation and should be eliminated. It involves repression and distortion of reality that allows temporary security, but eventually tends to paralyze the individual. The source of anxiety is unconscious intra-psychic conflicts and drives, and Freud sees it as a sign of pathology, a psychological mechanism explicable in terms of cause and effect (Kirby, 2004, p.76). It is an abnormal state of mind and a result of a weak ego. Existentialists understand anxiety ontologically, as an unavoidable part of our being-in-the-world. It does not require repression, but rather should be embraced since it teaches us to open up to possibilities and find our own inner-voice. The human-being is not perceived mostly as driven, but as suffering and fearful, anxious in the face of awareness. The anxiety takes place not in ones inner-psychic world, but in his encounter with the external world. Hence, the therapeutic aim is not working on defense mechanisms and inner forces, but expanding the clients perspective and relatedness to the world. It may seem tempting for both therapist and client to concentrate on eliminating the symptom and supposedly getting rid of anxiety. However, Existentialists see this so called neurotic anxiety or pathological symptoms as trying to avoid existential anxiety. Since anxiety is a valuable source of information, we should encourage the client to learn what it can teach him, and not eagerly attempt to get rid of it with medication for example. Out of recognizing and accepting the anxiety, the disturbing symptoms will hopefully stop. Tillich (2000) recognized that we should understand anxiety ontologically before we can help our clients deal with it on an ontic level. The aim is living as much as possible without neurotic anxiety, but with the ability to tolerate existential anxiety.

Violence In America :: essays research papers

Violence in America Violence in America’s society is definitely a major problem. This problem can be traced back as far as fetal development. It seems that in most cases of bad treatment, the families come from poverty or bad neighborhood areas. The whole main purpose of this speaker was to develop a good understanding on why most of the violent crimes occur in today’s hurting society. It is not rocket science to realize that most angry violent acts are due to a disturbed child or individual that lacked attention, love or care. Violence is not a new problem, scientists are just finding out new facts about how it starts and how it can be prevented. The early developmental stages of babies is key to starting a good life long learning experience. This is the certain time in which their brains are really trying to make progress and grow. Babies need that love and sense of closeness to obtain a healthy start. Obviously mothers who smoke, drink or do drugs while pregnant can cause serious health problems to their fetus. Also when they are young most of the time these problems persist and do not get any better. This causes children to have the chance to obtain the same lifestyles as of the parents. Another instance that can hurt a child’s well being is when they are real little around the ages of two to about six. Kids at this age need to be taught and especially loved. When children are neglected or left they do not get the support that they truly need to keep the growing process up to date. This is definitely one reason that kids are committing crimes at younger ages. If people feel that they are responsible enough to have babies, they should at least take the time to help them have good lifestyles. We all know that kids for the most part are mean and form little cliques and this is a major reason that kids are committing crimes. They feel that if they can’t get attention the way that is right, they will get it almost any way they can. It also ties back the kids early childhood. A lack of love and understanding at young ages causes some children to not know how to interact with other kids. On the same token they can be made fun of daily causing them to resent the world and not have any cares. Violence In America :: essays research papers Violence in America Violence in America’s society is definitely a major problem. This problem can be traced back as far as fetal development. It seems that in most cases of bad treatment, the families come from poverty or bad neighborhood areas. The whole main purpose of this speaker was to develop a good understanding on why most of the violent crimes occur in today’s hurting society. It is not rocket science to realize that most angry violent acts are due to a disturbed child or individual that lacked attention, love or care. Violence is not a new problem, scientists are just finding out new facts about how it starts and how it can be prevented. The early developmental stages of babies is key to starting a good life long learning experience. This is the certain time in which their brains are really trying to make progress and grow. Babies need that love and sense of closeness to obtain a healthy start. Obviously mothers who smoke, drink or do drugs while pregnant can cause serious health problems to their fetus. Also when they are young most of the time these problems persist and do not get any better. This causes children to have the chance to obtain the same lifestyles as of the parents. Another instance that can hurt a child’s well being is when they are real little around the ages of two to about six. Kids at this age need to be taught and especially loved. When children are neglected or left they do not get the support that they truly need to keep the growing process up to date. This is definitely one reason that kids are committing crimes at younger ages. If people feel that they are responsible enough to have babies, they should at least take the time to help them have good lifestyles. We all know that kids for the most part are mean and form little cliques and this is a major reason that kids are committing crimes. They feel that if they can’t get attention the way that is right, they will get it almost any way they can. It also ties back the kids early childhood. A lack of love and understanding at young ages causes some children to not know how to interact with other kids. On the same token they can be made fun of daily causing them to resent the world and not have any cares.

Roles of Women in Vedic Culture Essay -- Sexual Marriage Papers

Roles of Women in Vedic Culture Vedic culture seems to have conflicting views regarding its attitude towards women, specifically its attitude towards a woman’s sexuality. This conflict can be seen by contrasting the ways in which women are treated in sacrificing rituals with how they are treated in a more intimate atmosphere, such as lovemaking, which is still often treated as a ritual in and of itself; ritual regarding fertility, love, and childbirth. To represent the roles of women in ritual, Stephanie W. Jamison has written â€Å"Sacrificed Wife, Sacrificer’s wife, which is a description and evaluation of women’s roles in ritual and hospitality in ancient India. â€Å"The general subject of [Jamison’s] book is the conceptual position of women in early Indic culture, but it is not designed as an inclusive overview of women in ancient India and all the institutions and attitudes affecting them. Rather it focuses on a single, apparently marginal female role-the activities of the wife in solemn ritual†¦ and isolates a set of conceptual functions the wife fills in ritual practice† (Jamison 4). To get a more expansive view of women’s roles in ritual, it is important to also consider other texts, perhaps including what is known as a â€Å"sex manual† for the roles of women in other aspects of their culture. The â€Å"Kama Sutra† will help to provide a contrast between the roles of women in solemn ritual, and the roles of women in sex ritual, since sex is often viewed as just as ritualistic as the Srauta ritual, described in Jamison’s text. The two texts, combined, will illuminate a contrast between the differing views of women, as Jamison’s book illuminates negative attitudes towards a woman’s sexuality and inequalities in the participatio... ...arding a woman’s sexuality, whereas in the â€Å"Kama Sutra† the woman’s sexuality is appreciated as a beautiful thing, and as a thing that is capable of being used in a positive way for both the woman and her partner. Certainly there are even moments of inequality apparent in the â€Å"Kama Sutra†, but, there are also passages that describe the importance of equality, and yet others that describe the duties of a man to please his wife. Whereas women are treated as deviants for their sexuality in ritual, they are praised for it in the bedroom, revealing a conflict in male minds as to how they feel about a woman’s sexuality, confused about whether they want a virgin or a whore. Works Cited Dane, Lance. The Complete Illustrated Kama Sutra. Inner Traditions. Singapore. 2003. Jamison, Stephanie W. Sacrificed Wife, Sacrificer’s Wife. Oxford University Press. New

The Wife of Bath’s Tale and The Clerk’s Tale Essay -- The Canterbury Ta

â€Å"The life so short, the craft so long to learn† (Famous Quotes). The Canterbury Tales is enriched with humanistic merit that allows the reader to sharpen his or her own craft of life. Specifically, â€Å"The Wife of Bath’s Tale† and â€Å"The Clerk’s Tale† are embodied with multiple struggles of life that pertain to life in the present. Despite seven centuries of society constantly evolving, the two stories’ plots can still be further analyzed through similar themes about relationships that pertain to modern society and how rhetorical strategy allows the audience to relate to the narrative characters. The two tales, told by the Wife of Bath and the Clerk in The Canterbury Tales, have parallel plots. â€Å"The Wife of Bath’s Tale† begins with a lusty knight standing before his king’s court because of unjust acts he committed with a young maiden. Before the king can execute the knight, the queen objects and offers that the knight’s life is spared if he can find the answer to what women really want. The knight embarks on his journey to discover the answer (â€Å"The Wife of Bath’s Tale† 167-68). Similarly, â€Å"The Clerk’s Tale† takes place in the kingdom of Saluzzo, Italy under the control of Walter, the marquis. The people of Saluzzo eagerly advised Walter to find a wife to ensure an heir to the throne. Walter finally finds the standard, beautiful woman in poverty named Griselda. She values hard work and humility, and Walter chooses to marry her. However, she must take a vow to Walter never to complain and to be loyal despite whatever the future may bring. Both plots revolve around the noble class and the differences among the social structure of the time because of the variety of characters portrayed in each tale. The two tales’ plots are d... ...est of trust; however, the two tales’ themes and rhetorical strategies allow the reader to create their own opinions on the many issues depicted in the stories. The same humanistic merit of the 14th Century still affects us today and may even question some of our own morals or outlook on life. Works Cited Chaucer, Geoffrey. The Canterbury Tales. Trans. Peter Ackroyd. New York: Viking, 2009. Print. â€Å"The Clerk’s Tale.† The Canterbury Tales. New York: Viking, 2009. . Web. Jan & Feb. 2012. "The Life so Short, the Crafts... at BrainyQuote." Famous Quotes at BrainyQuote. Web. 07 Feb. 2012. . "The Wife of Bath's Tale." The Canterbury Tales. New York: Viking, 2009. . Web. Jan. & Feb. 2012. "The Wife of Bath's Prologue." The Canterbury Tales. New York: Viking, 2009. . Web. Jan. & Feb. 2012.

What Should Coca Cola Have Done?

What should have occurred? What should occur in future situations? It would be a logical inference to suggest that Coca-Cola’s decision to change its formula and market â€Å"New Coke† to the American population was nothing short of a complete failure. â€Å"On 23 April 1985 New Coke was introduced and a few days later the production of original Coke was stopped. This joint decision has since been referred to as ‘the biggest marketing blunder of all time’† (Bhasin, 2010).But to completely dismiss the fact that Coca-Cola was losing market share to Pepsi-Cola, as well as other products that they themselves were producing (Diet Coke), would not fairly give justice to the decisions behind Coca-Cola’s marketing blunder. Coca-Cola was in a dilemma. They were going through an identity crisis, and that crisis seemed to lead them to make their one major costly decision. That crisis was quite simple. Coca-Cola had forgotten who they were and grasping fo r market share, instead of focusing on branding lead them in an ominous direction.In order to avoid an identity crisis, Coca-Cola should have understood that â€Å"a brand is far more than just a logo. Instead, it’s comprised of a complete set of attributes and tools, or â€Å"identity elements,† that give the brand a unique identity† (Forward). The simple fact is that all the time, money, and skill poured into consumer research on the new Coca-Cola could not measure or reveal the deep and abiding emotional attachment to the original Coca-Cola, felt by so many people. The passion for original Coca-Cola was something that caught executives at Coca-Cola by surprise.It was a mystery, an American enigma, and one cannot measure it any more than one can measure love, pride, or patriotism (Bhasin, 2010). Of all of the consumer research and data analyzing Coca-Cola and its executives claim to have performed, it’s a mystery that they forgot one simple rule; ask yo ur customers first! â€Å"Sam Craig, professor of marketing and international business at the Stern School of Business at New York University, pointed to what he and other industry observers have long considered a fatal mistake on Coca-Cola's part. â€Å"They didn't ask the critical question of Coke users: Do you want a new Coke?By failing to ask that critical question, they had to backpedal very quickly† (Ross, 2005). Coca-cola should have concentrated on the brands perception. â€Å"Marketing is a battle of perceptions, not products† (Bhasin, 2010). If Coca-Cola had concentrated on brand perception and less on trying to clone or compete with another company’s product, they would have never made the fatal mistake. What Coca-cola learned was to not be afraid to make a mistake. Yet, most importantly they learned to admit those mistakes and not be afraid to â€Å"make a u-turn†.Through the brand failure of New Coke loyalty to ‘the real thing’ intensified. Coca-Cola assimilated that â€Å"by going back on its decision to scrap original Coke, the company ended up creating an even stronger bond between the product and the consumer† (Bhasin, 2010). Consumers began realizing that coke was more than a drink. It was an experience – an enigma. The question then arises: Coca-Cola has recently decided, along with Pepsi-Cola, to change its recipe in order to avoid putting a cancer warning on their cans. Will Coca-Cola have learned anything from â€Å"the biggest marketing blunder of all time†?Bhasin, H. (2010, January 1). Coca Cola Brand Failure. Retrieved April 2012, 26, from Marketing91: http://www. marketing91. com/coca-cola-brand-failure/ Forward, J. (n. d. ). How to Build Your Brand and Avoid an Identity Crisis. Retrieved April 26, 2012, from Beneath The Brand: http://www. talentzoo. com/beneath-the-brand/blog_news. php? articleID=8478 Ross, M. E. (2005, April 22). It seemed like a good idea at the time . Retrieved April 26, 2012, from MSNBC: http://www. msnbc. msn. com/id/7209828/ns/us_news/t/it-seemed-good-idea-time/#. T5mkCuweSSA

School administrators Essay

Education plays an important role in the life of almost all individual because this is the means by which they can gain knowledge and reach their full potential. In line with this, educational institutions give due importance to their curriculum in order to make sure that they are covering all the subjects and lessons that will help their students to develop their skills and talents. In line with this, almost all educational institutions include the arts as an important part of their curriculum because of the essential skills, talents, and values that students can develop from this area of education. Dance class is one of the major parts of the arts area of education that allow students to learn body coordination, music appreciation, and also a better understanding of various cultures through the different dance genres that are being taught. However, there are problems within educational institutions that resulted for most school administrators to cut-back or even completely eliminate dance classes and other art programs. Public schools usually have the most problems when it comes to maintaining dance classes because of the lack of school budget, facilities, and other needed materials to maintain dance classes. In relation to this, public school administrators also have to deal with the limited number of educators or teachers that will instruct students about the different genres of dance. Due to the challenges that public schools have to deal with, there is a continuous debate on whether dance classes should still be included in the educational curriculum. The on-going debate about the importance and need of dance classes in education is an important topic of study because it deals with the holistic learning and development of students. A comprehensive study should be made in order to identify whether there is really a need for dance classes to be included in the curriculum of most schools or having dance classes only give unnecessary cost and further contribute to the problems of public schools. In line with this, the research study that will be conducted gives primary focus on identifying whether there is really a need for dance class in education or not. In doing so, the corresponding pros and cons about dance class in education will be given due attention and importance. Identifying the positive and negative implications about dance class in education will substantially help the stakeholders in the issue. Stakeholders will be able to properly assess whether there is really a need for dance classes to be included in the educational curriculum or not. Studying the need for dance class in education is essential because the holistic development and well-being of students are at stake in this issue. Statement of the Problem The study aims to assess on whether there is a need for dance class in education, particularly in the secondary level of education. Specifically the study intends to: †¢ Describe the commonly used educational curriculum in the secondary academic level with emphasis on arts programs, specifically dance classes. †¢ Identify the positive effects of dance classes in education, especially when it comes to the development of students and their performance at school. †¢ Identify the negative effects of dance classes in education, especially when it comes to the development of students and their performance at school. †¢ Assess the effects of dance class to students and the need on whether to include it in the educational curriculum. Justifications for the Chosen References The articles that are included in the literature review section of this paper are chosen by the researcher because these articles exemplify the corresponding implications of having dance classes in educational institutions. Most the articles that were discussed in the literature review of the paper are studies that are previously made by different researchers about dance classes in education. In line with this, there are also case studies that are part of the literature review of the study that talks about the actual situation and experiences of students in specific schools about dance classes as part of their educational curriculum. Moreover, the researchers and writers that are responsible in creating the articles that are part of the literature review of the study are respectable individuals that actually have the necessary knowledge and expertise about dance and education. Relevance of the Articles to the Research Topic The article which had been chosen for this research are all important aspects pointed out towards the connection of dance with academic and personal life of each student. The chosen articles are a representation of different sides of research which discusses the importance of dance in the life of the youth. The articles contain the positive perspectives with dance and the values which are gained throughout such activity. The values that are highlighted are not only applicable for academics but also within the personal life of each student. More so, the articles will largely support the positive effects of dancing towards the youth. On the other hand, the articles utilized were providing various kinds of perspectives from different authors which are already experienced regarding such matters. Furthermore, the discussions of the authors are true to what is seen within schools. Most of the articles present are explaining the importance of dance in the lives of each student that will lead to their growth. More so, the articles are significant to the development of the literature review as well as the other parts of the paper such that of the analysis and findings and conclusion. The articles have specific concepts and theoretical perspectives that are very efficient in attaining the proper analysis. Also, the authors that are chosen for the whole paper are well versed in the topic they have written. In the light of this, the articles shall create a path towards a clear understanding regarding the concept of dance in relation to academic perspective. Therefore, there is a need to utilize different types of materials which had created earlier studies regarding dance schools in the secondary level. Through the use of different articles, this would shed light to the aim of proving that dance lessons are needed by students in the secondary level. Literature Review Article Title: Dance Education Research: What Train Are We On? Karen Kohn Bradley, a dance educator, conducted a study regarding the role of dance classes in the educational reforms of public schools in the United States. Bradley admitted that as a dance instructor she is aware that learning through movement like dance is a powerful agent that substantially helps in the enhancement of the cognitive skills of students. In the same manner, she also pointed out that dance classes teach students the valuable lessons, especially in terms of discipline. The two aforementioned approaches of dance education often create tension, which is not realized by educators in public schools that teaches dance classes. However, the present condition of public schools requires accountability and educational reform in order to properly address the root causes of current problems. In line with this, the relevance of dance in American public schools during the time of educational reform is given more emphasis (Bradley, 2001). Bradley pointed out in her study that dance programs and classes are among the most under-represented and marginalized, and misunderstood field of education. The important role of dance classes in public schools are often taken for granted, which is why there is a big possibility that it would not achieve due recognition in the reforms that are happening in American public schools. Bradley proposed that dance educators and other stakeholders in the field of dance education should start giving more value to themselves but further mastering in their craft. Furthermore she also pointed out that dance educators and stakeholders should not give up their fight in the inclusion of dance classes in public schools, especially since they are very much aware of the benefits that it can provide to their students (Bradley, 2001). Article Title: Nurturing Excellence through the Arts In the written work of Vanessa Camilleri and Anthony D. Jackson with the title â€Å"Nurturing Excellence through the Arts† stated that it is important that art classes must be taken by different students for it is will provide a very positive effect for the students. In ATA or the Arts and Technology Academy, the students are required to have extracurricular activities in three times a week in the whole school year. Moreover, there is direct participation of various professors and parents in developing a certain program that would enhance the ability of the students in the arts. The authors were able to mention that the arts program is not only limited to dancing but to the wider variety of performing arts. The school was able to create a program where in art shall be a source of education for the students. In the light of this, it is presented that the school wanted to integrate learning from a philosophical perspective of arts. More so, it is dancing which will bring a higher development for students not only in terms of academic level but also for their personal development. In the philosophy of the school, the lessons bring the students bring artistic content and develop the emotional and social skills of children. It is mentioned that in reality, it is the computing and interpersonal skills that must be developed in order to adapt in the modern world. Therefore through the activities in the performing arts, students shall be much more able to comply to the fast paced world with fewer complications. Definitely, the techniques of teaching the children utilized in ATA is highly focused on the arts as its association the development and nourishment of students in their future lives (Camelleri & Jackson, 2005). Article Title: Performance and Motivation in Dance Education In the written work of Elizabeth Lazaraoff, it is evident that there is the need to incorporate dancing as one of the main subjects in public schools for it is one of the most effective motivational practices available in teaching. For most students get bored in schools due to their uninterested attitudes, it is dancing or the whole perspective of performing arts must be associated with the development of students and the curriculum in public schools. For most schools are focused in science and math, a new concept that is much relatable for children in the elementary level shall help motivate students in being active in school. Furthermore, the author suggests that the performing arts must be associated not only in the curriculum but also in the teaching techniques of teachers. Article Title: Gliding Glissade Not Grand Jete Elementary Classroom Teachers Teaching Dance This article presents that there is a need to create a program of dancing in the elementary level. Such levels are very fun loving and playful hence, they are needed to be stimulated through performing arts in order for them to be much motivated. However, the article created by Anne Dunkin states that the elementary level is very good in absorbing and appreciating such type of concepts. On the other hand, other levels such as the secondary and university level are less appreciative in such kind of teaching. More so, the US Department of Education pointed in their 2002 report that most secondary and elementary schools are not practicing art education. There are only one fifth of schools in the United States offer the instructions in dancing. Hence, not all students have the opportunity dancing and performing arts as a whole. Therefore, Dunkin wanted to attain a level of awareness that there is a need to incorporate dancing in the curriculum of each school in the United States. Although the goals might not be possible in the next five years of the thought of such association of dance to schools are also not impossible. The author suggests that there must be a full regarding with such type of issue. There must be a high association that would pursue the interests of students in their artistic side. With such type of organization, the possibility of attaining an artistic curriculum shall be created (Dunkin, 2004). Article Title: Dance Education in Elementary Schools Based on the research study regarding the status of K-12 dance education, two levels of implications have been observable about dance education: the first one of the practical effect while the other one involves the clarification of visions. The practical implication emphasized the need to include new requirements about dance classes with corresponding guidance and resources in order for students to effectively learn in their dance lessons. However, there is a huge gap between the requirements and the reality because extensive teacher training and the need for provision materials should be given attention, since these are the main problems that affect dance classes and programs. Moreover, teachers should not be merely regarded as technical support because it is pivotal that they are included in the decision-making process when it comes to educating students (Bresler, 1992). Article Title: K-12 Dance Education: Four Model Programs The article written by Bresler discussed dance education in elementary schools by means of narrating and assessing a particular research study about the status of dance education in elementary schools. The status of dance education was studied by means using four perspectives, namely: â€Å"musician Liora Bresler, an outsider, looks at dance programs in Illinois elementary schools† (Knowles et al. , 1992, n. p. ). In line with this, other reputable personalities also participated in the study of Bresler, such as: Susan Stinson, who represented the perspective of high school students about the value of dance; Patricia Knowles and Rona Sande presented a model dance programs in four different parts of the United States; and Peggy Schwartz is the one responsible in the creation, development and even demise of the dance certification for educators in the state of Massachusetts. The efforts made by the different important people in the study contributed in gathering the necessary data about the national trends in teacher education, requirements for certification, and the application of programs (Knowles et al. , 1992). Article Title: Dance Education in American Public Schools: Case Studies The report of Knowles and Sande are consists of four case studies that represent the results of a national survey that was conducted by the National Arts Education Research Center. The main purpose of the research is to identify and choose model schools that already have curriculum-based K-12 dance education programs. The schools that were part of the research study were: â€Å"Fillmore Arts Center (Washington, D. C. ). Buffalo Academy for the Visual and Performing Arts (Buffalo, New York, Duxberry Park Arts IMPACT School (Columbus, Ohio), and Jefferson High School for the Performing Arts (Portland, Oregon). The important areas of discussion that were included in each case study are: the educators/faculty, curriculum, program objectives, facilities, and equipment. The results of the study showed that the school that were observed have several similar characteristics, namely: â€Å"strong parental and community support; mutual respect among dance faculty and a unified program philosophy; frequent communication and a positive working atmosphere; a belief in integration within content areas and in interdisciplinary work; a curriculum that excites students; and administrative confidence and support† (Knowles and Sande, 1991, n. p. ). Article Title: Revitalizing Pennsylvania through Creativity: Dance Education Giguere, a Pennsylvanian herself, wrote an article that talks about the way by which their place was able to address difficulties through the help of dance education. The author pointed out the bleak future of Pennsylvania due to the economic hardships that it is experiencing. In addition, Pennsylvania also has to deal with other problems such as: slow population growth, aging work force, and the increasing presence of suburban slumps. The aforementioned untoward situation of Pennsylvania is greatly contributing to the â€Å"brain drain† of its highly-educated and competent workers. Giguere was able to found out in her research that the reasons for the flight of most young professionals are due to the lack of arts and culture in local Pennsylvania communities. In line with this, Giguere emphasized that Pennsylvania can actually make its situation better by means of improving its arts and culture by establishing and improving dance classes. The author strongly believes that the strength of Pennsylvania is not found in technology but rather in enriching its arts and culture. (Giguere, 2005). Analysis All the articles have each own relevance in terms of providing information that would help people in attaining the importance of education and dance. Some articles provide different kinds of perspectives in the current development of the association of dance and education. There are articles where in the authors provide the significance and reasons for the need of dance and performing arts in education. Most of the authors mention that dance in the academic setting motivates the students in going to school and it further helps students in attaining a much balanced lifestyle. In addition to this, the authors chosen for this study strongly believes in the concept of dance as the major influence for students in building their social, emotional and personal progress as a individual in the society. The performing arts is not simply a hobby for students but a much enjoyable training ground for students as a preparation for their future in the modern world. Due to the points mentioned by the authors utilized in this study, the researcher chose to view the question of: â€Å"Is there a need for dance education in the secondary level of education. † This research question shall be the main query that will be utilized in the different sections of the study. Therefore, this question shall be provided with accurate data in order to attain the proper response. Conclusion In conclusion, education is the most important aspect in the lives of different individuals for it provides development. More so, education must also develop in association to the development of the modern life. In the current era, people are highly associating themselves with culture and the arts. Therefore, there is a new perspective which is evidently seen in the boom of artistic interests of the current age. Hence, in order to nurture such type of the perspective, there are authors to which believe in the concept of associating education and dancing to comply with the current era. In the section of the literature review, it is clear that most authors see that the association of dance and education is a positive and possible development in the United States. Furthermore, the authors see that such belief is effective for the students due to the variety of values and skills they are able to attain. Moreover, students have a much developed interpersonal skills that are highly important in the work place. In addition to this, the students become confident of what they have for they have developed a unique skill. Therefore, the authors encourage that dancing and the whole selection of performing arts should be associated in the curriculum and also within the teaching technique of teachers. In relation to this, students become more appreciative of the arts most especially with their social and emotional feelings. Due to the fast life and societal norms present in the society. Most students only become nurtured through their science and math skills but in reality, students must be able to link their emotional and social skills to attain their best abilities. The expansive abilities developed in students could not be denied for the results are very evident in the studies created by the authors. More so, this research aims to provide information that through dancing and education, students shall be able to contribute more to the future society not only in the economic view but also in the societal view. References Bradley, K. K. (2001). Dance education Research: What Train Are We On? National Dance Education Organization, 103, 31-35. Bresler, L. (1992). Dance Education in Elementary Schools. Design for Arts in Education, 93, 5. Camilleri, V. & Jackson, A. (2005). Nurturing Excellence through the Arts. Educational Leadership, 60-64. Dunkin, A. (2004). Gliding Glissade Not Grand Jete Elementary Classroom Teachers Teaching Dance. Arts Education Policy Review, 105, 23-29. Giguere, M. (2005). Revitalizing Pennsylvania through Creativity: Dance in Education. Arts Education Policy Review, 106, 34-39. Knowles, P. , and Sande, R. (1991). Dance Education in American Public Schools: Case Studies. Illinois: Council for Research in Music Education, School of Music, University of Illinois. Knowles, P. , & Sanders, R. (1992). K-12 Dance Education: Four Model Programs. Design for Arts in Education, 93, 5. Lazaroff, E. (2001). Performance and Motivation in Dance Education. Arts Education and Policy Review, 103, 23-29.